Items where Author is "Hanley, C"

Hanley, C and Brown, T (2019) Thinking with certainty or with doubt: a Lacanian theorisation of discursive knowledge in teacher education. Discourse, 40 (3). pp. 306-318. ISSN 0159-6306

Sant, Edda and Hanley, C (2018) Political assumptions underlying pedagogies of national education: the case of student teachers teaching ‘British Values’ in England. British Educational Research Journal, 44 (2). pp. 319-337. ISSN 0141-1926

Sant Obiols, E, McDonnell, J, Pashby, K, Menendez Alvarez-Hevia, D, Sellar, S and Hanley, C (2018) Agonistic Controversial’ Issues As A Pedagogy For Global Citizenship Education. In: American Educational Research Association 2018 (AERA 2018), 13 April 2018 - 17 April 2018, New York.

Hanley, C (2017) An exploration of educative praxis : Reflections on Marx’s concept praxis, informed by the Lacanian concepts act and event. Educational Philosophy and Theory, 49 (10). pp. 1006-1015. ISSN 0013-1857

Sant Obiols, E, McDonnell, J, Menendez Alvarez-Hevia, D, Pashby, K, Hanley, C and Thiel, J (2017) Pedagogies Of Agonistic Democracy And Global Citizenship Education. In: ECER 2017, 21 August 2017 - 25 August 2017, Copenhagen.

Hanley, C and Brown, T (2017) Developing a university contribution to teacher education: creating an analytical space for learning narratives. Journal of Curriculum Studies, 49 (3). pp. 352-368. ISSN 0022-0272

Hammersley-Fletcher, LJ ORCID: https://orcid.org/0000-0002-4443-6856 and Hanley, C ORCID: https://orcid.org/0000-0002-0470-1125 (2016) The use of critical thinking in higher education in relation to the international student: shifting policy and practice. British Educational Research Journal, 42 (6). pp. 978-992. ISSN 0141-1926

Hanley, C (2015) Neoliberalism, emotional experience in education and Adam Smith: reading The theory of moral sentiments alongside The wealth of nations. Journal of Educational Administration and History, 47 (2). pp. 105-116. ISSN 0022-0620

Hanley, C (2013) Towards a new privacy: Totalitarianism, emotion and management discourse. Management in Education, 27 (4). pp. 146-149. ISSN 0892-0206